Category Archives: General Coaching

A Tournament for any team provides a number of great opportunities to promote team cohesion and unity. A tournament if managed well provides a stable and consistent environment that allows a coach and their staff to control more of the variables then at any other time while in training. Within this setting, time can be invested to promote team cohesion, or if poorly managed pull the group apart and isolate members.

Accommodation

The standard of accommodation available will be affected largely by the finances available. If resources are adequate then the ideal scenario is to have self-contained units.

Over an extended period of tournament play self-contained units offer access to the resources necessary for the day-to-day operation of a large group of people. Ongoing access to cooking, washing and entertainment areas provide many options for players, coaches and management staff to work with.

Meals

Eating will become one of the times that all group members come together outside of activities related to the tournament play specifically. Everyone involved with the team will have their own routine that they follow when at home. While on tour though, meal times can be a valuable opportunity for staff and players to make connections through general discussions about interests other than sport.

Eating together and making these times a lively discussion around a range of topics will help players and staff discover the different personalities among the group of athletes that are a part of the team.

Using set meal times where all team members must attend will help bring everyone together in a consistent manner. Those rooms or individuals who are late can be allocated duties such as set-up or clean-up.

Meetings

Team Cohesion is not a difficult characteristic to foster in a group setting. But by proving opportunities for it to be focused on specifically this will only increase the effectiveness of all of activities a team performs together (Photo: Pixabay KeithJJ).

While at a tournament there will be a variety of meetings that have to take place. These will include pre-game, post-game and individual/small group player meetings. Establishing expectations around these meetings will help initially in setting standards that players can commit to.

Pre-game meetings will be for strategising the game plan so team members understand their role and purpose within the bigger plan for the team. Within the overall daily schedule having a fixed time before games when meetings are held will again aid in having all individuals involved with a team meeting the expectations of the coaching staff in reaching preparedness for a game.

Post-game meetings are for reflection on the immediate past game and the team’s performance compared to the game plan.

Individual or small group meetings will be to help people understand what is needed specifically from them. Where they need to focus their attention, and concentrate their focus to improve their performance over the course of the tournament.

After any performance, it is a given that the team will come together to discuss and debrief what happened in a game. Following this though individual meetings can be scheduled so more specific feedback can be provided. These individual or small group meetings can be organised in a number of ways such as speaking with starters/bench, playing positions or perimeter/interior players.

Goal Setting

Short and long-term goals will be part of any team’s activities. These should be individualised for the best possible outcomes. Establishing game by game goals will allow players to focus on aspects of the game plan that they can control and be held accountable to.

The develop game goals is very important to allow players to feel as though they are making a contribution outside of the more high-profile statistics such as minutes, points and rebounds. All members within the team can have their own individualised goals that help them focus on what is determined by the staff as important to the team and the individual players ever improving performance. An example of this type of goal for junior players might be using the appropriate hand when laying the ball up. For a senior player an individual goal might be focused on a tactical read that triggers a special offensive/defensive action.

Longer term goals will help in having significant targets that are important to an individual athlete’s development within the context of their playing career, as well as team driven goals that are about the team’s overall direction.

Recovery

Recovery sessions are another event where the members of team are brought together. Having members of the team responsible for the direction of set recovery session routines can be valuable in providing leadership opportunities as well as promote team cohesion.

Recovery sessions can be varied in focus and developing a set session format that individual players can learn and be responsible for delivering to the rest of the team. Examples of different session may include static or dynamic stretching, yoga, pilates or pool recovery sessions

Within all the different aspects of tournament activities described above team cohesion can be a focus. It is not a difficult task to have this theme integrated. What can be difficult is keeping everyone on task to make sure they are being a role model for this theme. These activities can just as easily happen and no benefit be derived. However, by voicing team cohesion as a core characteristic then the attention of players and team staff can deliberately ensure this is upheld.

Senior Players will require patience and understanding just the same as juniors. A key difference is that personalities can be a lot bolder and stronger (Photo Source: USAG- Humphreys)

Many coaches can easily observe the relationships between coaches and senior players through the media. Even if an individual has never coached in this environment, a simple scroll through any sports news website or quick look at the sports section of a paper will reveal numerous examples of the difficulties faced by those in these positions. Challenges such as money, playing time, opportunity and clashes in philosophy are just some of the more common reasons sighted for conflict that can lead to a dysfunctional team, and in turn, a poor season as a result of underperforming.

The difficulties in managing senior players as they move from a junior mentality to the distractions of being their own person can be difficult because of the unique situation many players find themselves in. In small team sports such as basketball, players can come from very different backgrounds and have followed a great variety of different paths to reach their current position. This means different values and the importance placed upon different aspects of a relations for each individual.

There are however a few points which may help identify possible problems earlier so small issues can be dealt with before they become big problems, or it might be just a case of having more time to deal with these issues allowing cooler heads to prevail instead of heated words and emotions getting the better of everyone involved.

One situation that helps create a basis for dialogue is to have an opportunity for players to speak with a coach. We are not talking about during training sessions, but maybe before or after training and in some cases away from the court completely. If a player feels that there is an opportunity to talk, this might be the catalyst that is needed in allowing a player to come forward and clear the air of any issue they maybe experiencing.

Always respond to a player in a respectful and honest manner. Too many times one person behaving badly is often seen as justification for both individuals involved in conflict to act poorly. This does not have to be the case. Players because of the physicality of sport and emotional drive often needed at senior levels lose their ability to exercise perfect judgement. By displaying greater character in these situations, coaches have an opportunity to later reflect on the situation with the player and discuss how to better handle this situation next time.

Define the issue. Many of the earlier mentioned problems to do with how a team functions are very similar to those of junior athletes. Except at the senior level, there is often more at stake such as career opportunities. This makes the stakes all the more higher and a coach must respond with a more defined and well throughout reasoning when questioned about their philosophy, selections and strategies. This will happen for most coaches as they develop into the mould of a senior coach, however, having a philosophy, and being able to articulate it are often two very different things. Especially when confronted with a senior player who is less likely to just accept a reason without it making sense to them.

Understand the hierarchy within the team environment. Rookies or junior players entering into a senior team will have a different set of needs and experience different challenges to those of more established or veteran players. In a team all players will play a role, understanding though the individual’s needs, wants, strengths and weaknesses will allow a coach to truly get the most out of each individual without risking the stability of the group by making obvious exceptions to behaviour or expectations. Having the ability to explain a message to new players on their level, while selling the ideal to the established players, and then planting the seed for leaders of the group to adopt this philosophy is where the real skill is at.

The journey for each of the senior players within a team is different. Many stories sound the same, but it is these little differences, the side stories and experiences that help build a real connection with individuals that facilitates trust and goodwill. For senior players these can be the difference between leaving and staying within a team environment even though some things are not to their absolute liking.

Coaching is a small town provides a number of challenges for building and sustaining a program (Photo Source: Bobby P.)

Basketball Coaching does not always happen within a supportive environment like in an established program. In the corners of many rural or regional areas clubs, schools or associations are started or established by individuals, not boards, or committees. In these types of situations where there is a “bare bones” approach to what can be offered, basketball coaching expertise and knowledge at its simplest is of the highest priority. So how can a coach gain support and continue to develop their knowledge as well as confidence in these types of situations?”

There a number of different support mechanisms that can be employed to help when basketball coaching. It often just requires a little more time and effort to find the support many coaches often require to continue along their coaching journey.

Internet

It is well documented on the Functional Basketball Coaching website, as well as gaining evidence from a quick internet search, that there is plenty of information to be found on the world wide web. Some of this information will be written, some will be in audio, and other resources will be audio visual. Depending on the coach, then one of the different mediums will be easier to utilise then the others.

For coaches who cannot gain access to meeting with other basketball coaches face to face, then using a mixture of these mediums will be the best strategy to understanding the correct technique or tactical breakdowns needed for individual development and game play.

Videoing Sessions

One of the more easily used strategies when basketball coaching in isolation of other coaches is to simply video tape training sessions and games. These videos can be sent to other coaches, coaches associations, or regulatory bodies who will then (in most cases) provide some critical feedback.

Many regulatory bodies while not always having resources to support everyone face to face by putting people into the field, However they can often mobilise resources to provide feedback through the use of video.

Using the internet to send audio visual files is the easiest way to transfer the information. All modern video cameras make this a very easy process of recording, downloading and then attaching to e-mail or using cloud services to saves files where they can be easily accessed.

Developing a Local General Coaching Network

Coaching is a universal skill and can be transferred from one sporting context to another. While the technical and tactical knowledge is specific to a sport, the art of coaching is not. A coach with sound communication skills can utilise these skills in any number of similar situations that are different to just being on the court.

Asking coaches from other sports to come, view a training session, and then provide feedback can be a highly valuable way of gaining feedback that is not sports specific, but can still be very useful for everyday coaching.

Online Courses

With the development of the internet, there is now wealth of knowledge available through online courses. The courses are often provided by governing bodies and cover sports specific topics as well as general principles of coaching. Other organisations such as commercial entities will also provide these services, but if possible working with the state sporting organisation is the best options as these courses are specifically designed to meet the sporting philosophy of the area.

In remote areas, coaching can be a challenge. Problems with facilities, recruiting athletes and having the right equipment can be a real challenging. Coaching however, remains often an ongoing issue, as it is a harder, more draw out process when working by yourself and trying to develop a range of skills specific to sport.

With the growing degree of professionalism being expanded in sports aspects such as Nutrition are now commonplace in off court education sessions. Many programs invest significant monies into promoting good nutrition and maintaining a healthy lifestyle in addition to an athlete needing to compete. Nutritionist featured on most regular season payrolls within professional programs just the same as sports psychologists, team doctors, or administrators. However, when talking to junior athletes about nutrition, are they really the people making the choices about what is put on table for meals?

The simple answer is, no…

Nutrition for children starts from a very early age so that it falls in line with their parents example (Photo Source: Andy Bullock)

For junior athletes being included into meal decisions is something that mostly falls into the realms of their parents or guardians. Parents generally by the time an athlete is with their junior career in full swing has a well-rehearsed drill of preparing food for the family that fits with its busy schedule and that is good for everyone. The fantasy world of cooking separate means for individuals is given up many moons beforehand when children first start to be able to eat the same foods as their parents as toddlers. Most parents cannot wait for this day to arrive as it means less hassle and time spent in the kitchen and more time together.

So as a natural progression many junior athletes nutrition is based upon the habits of their parents more so than their own choosing. So if a program manager or coach wants to really hit a home run in regards to nutrition the athlete and their parents need to be involved right from the start.

So what are some of the key areas to focus on when discussing nutrition with parents? There are a few points to keep in mind and some of these include:

Price; even adults need to be shown that good food does not necessarily mean expensive food

Buy Local; the best price does not always go hand in hand with convenience. Many locally based fruit and vegetable stores provide very competitive prices while still maintaining quality in their produce

Seasons; fruit and vegetables have seasons of availability. It is only through the purchasing of foods from a wide area and then transporting them that they become available all year round. It is best to try to have meals appropriate for these different seasons to allow access to freshest produce

Correct Storage; a common complaint about fresh fruit and vegetables is the rate of spoil. By providing information to parents about how to store common items nutrition will improve as access in the home to these desired items becomes more common

Menu Plans; helping parents to develop menu plans on a weekly or fortnightly basis will help with time management, reduce waste/costs, and ensure the most desirable nutritional items can be included into the menu

Accessibility; one of the great secrets to having people enjoy more healthy foods is to make them more easy to eat, or accessible. Chopping up items that need to be chopped, helps people eat them as a quick option. Carrot or Celery sticks, fruit salad, and other pre prepared items make eating easier.

There are of course many other reasons why poor food choices are made. These can be as individual as the players within a team can. One strategy is to simply ask when holding a workshop on nutrition why parents find themselves making poor nutritional choices. By finding out what the barriers are, strategies and tips on how to overcome these commonly experiences issues can be given.

There are thousands of books and resources across the internet that highlights low preparation meals which means convenience for parents. By providing access to this information, a sport will be better served in trying to improve the nutrition of its athletes.

Long Term Athlete Development (LTAD) programs are a common starting point for many systems related to the focus on an athlete centred approach to training. LTAD programs generally look at a longer-term approach to the development of the athlete so there is more consistency across a range of areas such as technical, tactical, physiological, and psychological development. With this mindset however, there are some problems that are commonly faced by programs and organisations wishing to implement this strategy.

With a longer commitment to development there also needs to be a greater amount of resources available over a longer term. This seems obvious, but asking coaches, administrators, parents, and athletes to make this commitment can be a significant drain of energy and goodwill. Both of which are vital to a programs ongoing success and standing within the sporting community.

Planning

The off the court planning is just as important as what happens on court with an LTAD program. Taking time and energy to develop and refine a program leads to better decisions and outcomes for everyone involved. Planning though can be overlooked and corners cut in mapping the different stages of development as well as other aspects of a LTAD such as athlete/coach inductions, fitness testing and individualised program plans.

Record Keeping

LTAD requires an approach that has athletes constantly being worked towards the next level in their development. This requires an accurate picture to be taken about what each individual’s current level is, how fast they are progressing and what they are deficient/competent in. This information needs to be compiled and recorded so it can be easily reference and analysed. Unfortunately, some programs see this side of their sports management as not being important, which ultimately has an adverse effect on the athlete’s progression. With poor records, come poor decisions in regards to LTAD.

Within the philosophy of LTAD is the focus on injured players recovering and becoming stronger then what they were before so they never experience the same injury again (Photo Source: jmrosenfeld)

Injury Management

Injuries or the risk of them, are a constant for athletes. Nevertheless, when an athletes does have an injury often the management of that situation is vital in returning a players as quickly as safe to do so and also limiting the exposure to further problems into the future as a result of a reoccurring weakness.

Within a LTAD program this long-term view is a given, but having access to the right professionals and allied health services is only the initial starting point. Access is a basic characteristic of any program, but within the LTAD philosophy this recovery period needs to be managed more specifically so the player’s ongoing treatment and recovery, as well as strengthening later on as a preventative measure will be planned for and managed. In many programs once the acute aspects of an injury have been overcome, often the athletes is left to make their own way back to full health. This is not the case with an LTAD program and management should be a partnership between the athletes and the programs staff over a longer period.

Coaching Staff

Because of the time commitments over a greater length of time it is often thought that coaches will simply make the longer commitment. This however might be the case initially, but with time will come distractions or changes in personal circumstance.

Not only should a program have the most experienced coaches involved as needed, but underpinning these individuals will need to be the next wave of possible program coaches forming part of a succession plan. These coaches will then fill gaps created and continue the line of development for the players within the program that is a strength of the LTAD program. This type of strategy promotes a program culture, definable identity, and consistent feel to the program.

Mentors

Program mentors are more than just the head of the program or the lead coach. They help motivate the players, coaches, parents and other individuals involved in LTAD. Young and old, players will lose their focus from time to time. If there is not follow-up with these individuals, one missed practice might turn into two, and that number might gradually grow until the distance from the programs is so great that the individual in question no longer sees the value of the time and effort put in.

A mentor will follow up with a player each, and every week. If a player misses a training session this contact time will need to be shortened so the athletes knows they have value within the program. Coaches and others involved within the program should all be treated the same as this promotes solidarity with the group supporting the LTAD program.

Time

The final resource that needs to be provided to a LTAD program is time. The influence of time on a program comes in many different shapes and sizes. Athlete development within different stages might be slow and take longer than expected. This is all part of the give and take of a LTAD program, as at other periods the development may become accelerated.

Time will also need to be a key ingredient in the very early stages of an athlete’s physiological development. Tuning an athlete’s body into a capable tool to meet the demands of a sport can be a lengthy process, but one that will be beneficial in the areas of injury prevention and the components of fitness specific to a sport.

LTAD is a fantastic concept that provides a pathway for players to follow in their own development through their chosen sport. Problems discussed above though can limit the potential benefits of LTAD to each individual.